Student Engagement: Exclusions
Schools must effectively involve students in learning to ensure educational success. Stand-downs, suspensions, and exclusions help provide indications of where engagement in productive learning may be absent and behavioural issues may be present. Stand-downs, suspensions and exclusions are not measures of student behaviour but measures of a school's reaction to behaviour. What one school may choose to suspend for another may not.
Identical information is available by regional council and territorial local authority through the Know Your Region pages.
Identical information is available for the school’s Communities of Learning | Kāhui Ako through the Communities of Learning page: Mt Albert Kāhui Ako.
Table 1: Age-standardised exclusion rate by gender and ethnic group (2020)
| 0 |
1.5 |
0.0 |
| 0 |
0.0 |
0.0 |
| 0 |
0.0 |
0.0 |
| 0 |
0.4 |
0.0 |
| 0 |
0.8 |
0.0 |
| 0 |
0.2 |
0.0 |
| 0 |
0.1 |
0.0 |
| 0 |
1.5 |
0.0 |
Notes:
- Age standardised rate is ‘observed’/’baseline’*’national rate per 1,000’. Care should be taken when examining age-standardised rates, especially in the cases when small numbers are involved. For more information on age-standardisation see the Technical Notes/Definitions tab.
- International fee paying students, students age 16+ and private students are excluded.
- ‘x’ = less than 5 students in the denominator for this category, or if left unmasked the data may lead to deducing other masked values.
- Ethnicity is prioritised. MELAA (Middle Eastern, Latin American, and African) students are included with ‘Other’.
Table 2: Comparison exclusion data (2020)
| 0 |
1.5 |
0.0 |
| 155 |
232.4 |
0.7 |
| 325 |
350.7 |
1.0 |
| 669 |
618.3 |
1.1 |
| 100 |
59.2 |
1.8 |
| 709 |
709.0 |
1.0 |
Notes:
- Age standardised rate is ‘observed’/’baseline’*’national rate per 1,000’. Care should be taken when examining age-standardised rates, especially in the cases when small numbers are involved. For more information on age-standardisation see the Technical Notes/Definitions tab.
- International fee paying students, students age 16+ and private students are excluded.
- ‘x’ = less than 5 students in the denominator for this category, or if left unmasked the data may lead to deducing other masked values.
- Comparison groups are selected based on profile of school at time of data collection.
Student Engagement: Exclusions
Schools must effectively involve students in learning to ensure educational success. Stand-downs, suspensions, and exclusions help provide indications of where engagement in productive learning may be absent and behavioural issues may be present. Stand-downs, suspensions and exclusions are not measures of student behaviour but measures of a school's reaction to behaviour. What one school may choose to suspend for another may not.
Identical information is available by regional council and territorial local authority through the Know Your Region pages.
Identical information is available for the school’s Communities of Learning | Kāhui Ako through the Communities of Learning page: Mt Albert Kāhui Ako.
exclusions
exclusions The baseline number of exclusions, is how many cases would have occurred if the national rates for each age group were applied to the school or region. Baseline numbers are not a desired number of cases nor are they a projection. See ‘Technical Notes/Definitions’ for more information.
rate per 1,000 students
Notes:
exclusions
exclusions The baseline number of exclusions, is how many cases would have occurred if the national rates for each age group were applied to the school or region. Baseline numbers are not a desired number of cases nor are they a projection. See ‘Technical Notes/Definitions’ for more information.
rate per 1,000 students
Notes: